WorksheetsSubtest 1
Total questions: 69
Worksheet time: 35mins
A first grade teacher considers ways beginning English Learners develop skills and phonemic awareness and knowledge of English sounds. Which of the following steps will be most important for the teacher to take first.
How should a teacher begin teaching an EL student phonemic rules?
What should the teacher consider first?
Something with sounds and primary in students language
Collecting a sample set of rhyming poems and reciting with the student
Prepare a list of simple English words with different vowel sounds for the student to study
To do assessments and then plan
Sat question...
A first grade teacher is teaching beginner readers how to blend phonemes. She writes the word "sat" on the board. Based on research based practices what is the next thing the teacher should do? The teacher is also working in small groups and only teaching single syllable words. This assessment best demonstrates which phonological awareness skill?
Teacher should show them to blend sounds continuously (Connected text -get the student to blend the sound of words)
Writing words that were similar like sat, sit, and another word. Have the students determine how they are similar.
Teacher asks the students to suggest words that rhyme with sat and then writes them on the board.
Students find rhyming words, write it on the board and read aloud.
Which of the following informal assessments would be most appropriate to use to assess an individual student's phonemic awareness?
asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound do you hear at the end of step?")
having the student listen to a tape-recorded story while looking at the book and then answer several simple questions about the story
asking the student to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words
having the student listen to the teacher read aloud a set of words with the same beginning sound (e.g., train, trap, trouble) and then repeat the words
What strategy is best used to teach phonemic awareness?
Saying the alphabet aloud
Sing “Old Mcdonald”
teacher asking student to say the individual sounds of a word? Testers who passed with this answer- (munay-ki)
Break apart words from a list
Pre-teaching phonemic awareness is good for..
The questions said something about pre readers phonemic awareness
Prepare students for phonics instruction Testers who passed with this answer- (annilorac)@Airheadwonder (munay-ki)
Words carry meaning
Concepts of print
A second/first grade student that came to class in October and doesn’t perform well on a phonemic awareness activity that was administered to the whole class. What is the next step the teacher should do in addressing the student’s needs?
engage the student into a variety of something games and activities
consult the special education teacher to see where the student can benefit from IEP
conducting formal phonemic assessment testing for the student Testers who passed with this answer- lyv)(@peace) (spedteacher19) (annilorac)@Airheadwonder (munak-ki)
making any immediate plans for differentiated instructions for the students in phonemic awareness skills.
Automaticity in phonemic awareness is a skill required to obtain for what type of instruction?
Phonic skills
Increased Vocabulary
enhancing reading rate
Increasing Fluency
Mine said why is it important to continue fluency when students have already reached automaticity
Academic language and vocabulary continue to be a struggle with students
All need continued guidance in phonics instruction - students need continued practice with phonics patterns and elements.
Testers who passed with this answer- (munay-ki) @Believe (annilorac)@Airheadwonder
All students need continued guidence with simple word identification or something like that
High frequency irregular sight words continue to be a significant impact on students' reading ability
Teacher is trying to give words to a student moving from semi phonetic to phonetic spelling. What kind of words should be given?
Chow, shop
To,too,two
Fun, sit
Testers who passed with this answer- (lyv)(annilorac) @Believe
carry, carried, carries
A first grader who demonstrates pre phonetic writing (just know what pre phonetic writing sample looks like you will have to choose one of the options given)
Letters are made up of words
student does not know that letters make words.
Testers who passed with this answer- @Airheadwonder
I don't know
Early in the school year, a first grade teacher wants to conduct an assessment of students ability to read grade appropriate words, including phonetically regular words and high-frequency irregular sight words. Which of the following informal assessments would be most appropriate and effective for this purpose?
The teacher prepares a list of grade-appropriate words, asks each student to try reading the words aloud and records the results.
Testers who passed with this answer-( lyv )(@peace)(spedteacher19) (annilorac)@Airheadwonder @Believe
The teacher allows each student to select a grade-appropriate text from the classroom library and asks each student to try reading the text aloud.
The teacher meets individually with students and asks each student to write a list of words the student knows how to read.
The teacher pairs each student with a partner for shared oral reading of simple texts and makes anecdotal notes on their performance
A Third grade teacher develops a word list from a small group of students who recently taught small complex phonics patterns.. Dictation activity with common spelled patterns gives a list of words with same common pattern, Students write down words.
This activity demonstrates a teachers awareness and the importance of …?
developing students recognition of common syllable patterns of reading and writing. (spedteacher19) (annilorac)
helping students understand the morphology of words in understanding relations to spelling patterns
Invented spelling to reinforce phonics skills and self expression
Brain activities that give students an opportunity to apply phonics knowledge to new words…
Testers who passed with this answer- (munay-ki)
In the word chimpanzee, which of the following pairs of letters is a diagraph?
ch
mp
an
ee
A first-grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach letter-sound correspondences, the teacher should:
Provide reading opportunities for students to practice sounds in context after studying the sounds in isolation.
Testers who passed with this answer(spedteacher19) (annilorac)@Airheadwonder
Make certain that students have mastered vowel sounds before focusing on consonants.
Ensure that students master the spelling of practice words using the target sound before teaching a new sound.
Provide reading opportunity for student to whisper read
include instruction in related consonant blends when introducing individual consonants
A first grade teacher notices one of her students is having difficulty during a variety of phonological awareness activities. Which instructional strategies are likely to be most effective in addressing phonemic awareness weakness?
Practicing alliteration, rhyming, blending and segmentation.
Brainstorming
Sorting word
Practicing letter identification
Prosodic features question.
Student reads with prosody when they read with?
reading with excitement and correct intonation like teachers do. A good strategy is choral reading
Pitch and intonation.
Testers who passed with this answer- (lyv 4/28)(@peace) (spedteacher19) (annilorac)@Airheadwonderr
I don't know
What is the purpose of prosodic reading?
word consciousness and reading for enjoyment @Believe
sounding natural Testers who passed with this answer- (@Peace)(spedteacher19) (annilorac)@Airheadwonder
Which of The following questions focuses most directly on a student's ability to read with prosody.
Can the student writing accurate description of the main idea and supporting details of a passage after reading the passage aloud
can the student demonstrate the value of comprehension when responding to questions about a passage after reading aloud.
-Can the student connect elements in a passage of other sources including personal experiences After reading the passage aloud?
Can the student accurately read aloud a grade appropriate passage in any manner that sounds like natural speech?
Testers who passed with this answer- (spedteacher19) (annilorac)@Airheadw
Prosodic reading for the development of what?
“something for enjoyment and word consciousness”
something about sounding natural
something about variation
something about comprehension process
Which of the following factors can disrupt fluency?
Strong word analysis skills
Familiarity with content vocabulary
Familiarity with more complex syntactic structures
Lack of familiarity with background knowledge
Which of the following instructional activities would best help upper elementary English Learners develop intonations and rhythms of the English language to support fluent reading?
Giving an expressive oral reading of a short text, then having the students echo read the text as the teacher reads aloud again.
encouraging the students to practice reading aloud a text in which stressed words and punctuation marks are highlighted
having the students record their own oral reading of a passage and then listen to the recording while silently rereading the passage
leading a class discussion on an age-appropriate topic, then having each student read aloud a section of a text that is written about the same topic
In a curriculum based oral reading fluency assessment conducted in September, a second grade student has an accuracy rate of 98%, reading rate of 39 words per minute, or just words below 50% of our benchmark 51 words per minute. These results, such as the teacher should plan instruction for the student that focuses on which of the following dimensions of reading fluency
Enhancing the student’s contextual word analysis skills.
Promoting the student’s automatic word recognition.
Testers who passed with this answer- @Airheadwonderdnder @Believe
Improving the student’s academic-language skills.
reciting lines with fluency expression
A first grade teacher wants to assessed students on phonemic awareness at the beginning of the school year. Which of the following would be the best approach?
The yopp singer test If its an option believe its a 22 word test if not segmenting words
segmenting words
recite the alphabet
I don't know
Two part questions about a student who read a passage and the teacher marked her miscues. She got like 81 on rate and 82 wpm(or something like that) on accuracy was like 71 wpm accurate (something like that)
Q1. Something along the line of what she needs..
Q2. what can the teacher do to help her improve…5/8
Improving Prosody
student needs to improve accuracy
automaticity
A teacher is helping students learn the orthographic generation for adding suffixes to words ending in “Y” in addition to promoting their spelling development this type of lesson is likely to promote student’s reading development by enhancing?
There was one about a third grade class that was working on how to take off the “y” and add inflectionally. Ending and ask how will this improve students
Developing vocabulary knowledge.
Testers who passed with this answer- (@peace)
had something to do with fluency (I think?) and I chose that one since it would help them decode. Made more sense than vocab development. Testers who passed with this answer- (lyv4/28)(spedteacher19)
decode unrecognizable words.
Testers who passed with this answer- (annilorac)
decoding skills. Testers who passed with this answer- (munay-ki) @Believe
In regards to fluency, which skills should a third grader have mastered before moving on?
This should be accuracy rate and prosody and comprehension
accuracy, rate and irregular sight words.
I don't know
2 part question-
An oral language assessment in January where the teacher records a student’s performance on separate copy of a text noting the student’s writing time and they’re calculating a student’s oral reading fluency score. The teacher annotates the passage appears below based on the student’s results of reading performance during the assessment instruction for the student should focus primarily on
encouraging the student to use context strategies to improve decoding progress in the area of reading rate..
provide corrective feedback to help the student with accurate reading Testers who passed with this answer- (annilorac) (munay-ki) @Believe
students use monitoring for comprehension to support prosodic reading
encouraging the student to use context strategies to improve decoding progress,
Part B question
Something about patterns and errors regarding fluency… and in it had an assessment that the student does not recognize all words automatically and needs to apply
-4/29: the student was substituting words that looks visually similar (feed instead of food) and some were basically synonyms (mom instead of mother)
Relies heavily on context clues.
Testers who passed with this answer- (@peace)(spedteacher19)(annilorac) (munay-ki) @Believe
not being able to use automaticity
word analysis skills,
does not have vocabulary to support recognition anymore.
Another question on oral language
What has the student been primarily doing in her reading performance?
-I found this question on the CTC website, may have different scores but it states “In an oral fluency assessment at the beginning of the school year, a third-grade student reads aloud an unfamiliar passage selected by the teacher while the teacher records the student's reading performance on a separate copy of the text, noting the student's reading time and then calculating the student's oral reading fluency score. The teacher's annotated copy of the passage appears below.
This is the image from the website
Based on the student's reading performance on this assessment, instruction to increase the student's reading fluency should focus primarily on:
-B promoting the student's automatic word recognition.
using contextual analysis to decode.
there was an answer about automaticity.
Testers who passed with this answer- @Believe@Airheadwonder
-option about sight words
The student can decode most words but halts often when reading and struggles to answer comprehension questions. The teacher adds slashes throughout the text to help the student. What is this helping the student with?
The teacher adds slashes through text to help student.
to help the student see ideas in the text.
Testers who passed with this answer- (lyv)(spedteacher19)(annilorac)
improve grammatical structure
understand units and ideas when reading aloud.
A kindergarten teacher plays the following game with her students where she says a word (like a child’s name or simple CVC word) and the students try to guess the name or sounds. What is she trying to teach? I think this was the one about the teacher using a different onset to say student names based on the letter of the day. Like if the letter was “M” she would pick a student name like “Jack” and say “Mack” instead.
How to recognize that spoken words are made up of sounds.
preparing them to learn the concept of Onset and rimes?
Testers who passed with this answer- 4/25 (munay-ki) @Believe@Airheadwonder
substitution phonemic awareness? Wasnt on exam.
students having the skills of being able to recognize words that have the same ending sounds
associating letters and their shapes
A kindergarten teacher has a “Sound of the day.” She has students replace that sound with the first letter in their name. For example, the letter is M and student Jack would become Mack. What is the purpose for reading instruction?
In this question, sound deletion activity,
Phoneme substitution
introducing the concepts of onset and rimes.
Testers who passed with this answer- (munay-ki) @Believe@Airheadwonder
Letter Sound correspondence Testers who passed with this answer- (@peace)
along the lines of word boundaries
A kindergarten teacher plays the following game with students. The teacher says, "Guess whose name I'm going to say now?" The teacher then says the initial sound of a student's name (e.g., /m/ for Mariko), and the children try to guess the name. This activity is likely to promote the reading development of students primarily by helping them:
recognize that a spoken word is made up of sounds.
Testers who passed with this answer- (@peace)(spedteacher19) (annilorac)@Airheadwonde
understand the principles of phonics.
learn how to spell their own names.
blend separate sounds in words.
There was a question with Nursery Rhymes. It read something like “ One, Two, buckle my CHOO, and something else. The other one was twinkle twinkle little CAR. 3/28 It asked what are you teaching or trying to teach.
Letter word correspondence
awareness of unexpected changes in pattern or something.(annilorac) @Believe
comprehension and key details
Substitution of phonemesTesters who passed with this answer- (spedteacher19)
Kindergarten teacher has designed an alphabet bingo card with some of the letters of the alphabet and a set of tiles. Something to do with the teacher saying “match the letter b with tiles” activity is likely to be most effective in promoting which of the following reading skills. They are playing bingo and have cards with various letters. The teacher calls out the letter B and students have to use the tiles to cover the letter B if they have it. It then says what does this help students with?
students match letter being heard to the symbol to represent that letter recognizing the letter shape.
Testers who passed with this answer- (lyv)(spedteacher19) (annilorac)
Identify sounds that correspond to different letters
phonological awareness
connecting letters to shapes, teaching directionality, teaches sounds ⅝
A kinder teacher assesses a student's ability to focus attention on the sounds and words strategies . which of the following assessment strategies is appropriate for this purpose (something with letters b & d)
In kindergarten a teacher holds the letter ‘b’, she has the student say the sound. She is assessing phonemic awareness, each letter represents a different sound.
Provide a list of words that start with b and d and have students circle the words that start with b
give several examples of the words with letters b&d and different fonts and match the words with the correct letter and then see whether it rhymes or something..(Say words and have students say whether they rhyme)
- give students a worksheet and the student points to the picture with the correct sound. (Have students circle the pictures on a worksheet of spoken words)Testers who passed with this answer- (lyv)
Find the hidden words on a worksheet, ex rat in the word. adoration
(correct on site: helping the student focus on the directionality of each letter as the student traces it)
Teacher would say words out loud and students would say whether it rhymes.
Testers who passed with this answer- (munay-ki) @Believe
Which of the following strategies would best help a kindergarten student who is having difficulty visually distinguishing between the letters b and d?
helping the student focus on the directionality of each letter as the student traces it
I don't know
A first grade student is adding overgeneralization of E at the end of all words that he has spelled:
lot-lote
put-pute
ball-balle
Overgeneralization of ‘e’ students needs instruction in phonics rules.
Testers who passed with this answer-(lyv 4/28)(@peace)(spedteacher19)(annilorac)
student overgeneralizing vowel sound
the tenancy of spelling development that students take over and use vowels.
difficulty distinguishing sounds within words
to discriminate between vowels and consonants
There was a question about a kindergarten student going up to her teacher and her paper had a drawing of a cat and random letters spelled from left to right. She told her teacher that “It says tigger”. What is the student showing awareness of?
That letters and drawings are different
Testers who passed with this answer- (lyv4/28)(spedteacher19) (annilorac) @Believe
Words carry meaning
That she has an understanding of directionality in writing
students recognize there are vowels in words
A second grade student misspells the following words on a spelling test:
Raining -> Raning
Agreed - > Agred
Coat → cot
Play → pla
Snake → snak
** other words with vowels missing, alot of i(s) and e(s) missing in the list.
What are the teachers next steps? ( do not remember the entirety of the answer choices)
Morphology of spelling
Etymology of spelling
spelling of Long vowel sounds.
Testers who passed with this answer- (spedteacer19)
Open closed vowels
Phonics rules and inflectional endings
A 5 year old student writes: “ILuVmibabesistr “ I love my baby sister” it asked what does the student not understand about writing? The student has not yet developed the concept of writing.
that words needs to be written separately
vowels are part of words
writing consists of discrete words.
Testers who passed with this answer- (spedteacher19) (annilorac) (munay-ki
Print carries meaning ⅝Testers who passed with this answer- (lvv)
phonemes represent letter sounds”
question about a kindergarten teacher pointing to words in a big book as she reads aloud, what is she teaching?
words and print have meaning
Repeating in back to the students whole omitting the initial letter sound
sentences are made up of separate words
Model Letter formation
Show relation of what individual words look like in print 5/8
Question shows a chart with a table that has words that the teacher reads vs a student's response.
A teacher read words for assessment and the student shows the words below:
whale---- wale
brush-----bruss
chase----- case
again-------again
gather------gater
zebra------- zebra
Which area is the student showing difficulty?
consonant blends
Vowel digraphs
consonant digraphs.
Testers who passed with this answer- (lyv 4/28)(spedteacher19) (annilorac) @Believe
controlled vowels
A 5th grade teacher is studying the history of the United States during the colonial period the teacher wants students to calculate correctly when they engage in writing activities associated with b unit. Which strategy something is likely to be students spelling of unit related vocabulary
showing them copies of original documents on colonial period have them identify words that changed spelling
making sure they understand something in research papers and tell them it will be graded on content.
something about major words examples, such as TAXATION, revolutions, common roots.
Testers who passed with this answer- (spedteacher19) @Believe
Preparing a list of key words on the unit and give the students a spelling test.
teaching them the prefix and suffix of similar words like Colonial colonization.
The beginning of the school year, a 3rd teacher wants to conduct an assessment of the students' decoding abilities. Which of the following assessments is the most effective for this purpose.
A teacher observes students during classroom activities and makes anecdotal notes
each student read aloud a grade-appropriate passage and the teacher notes any miscue or errors
Testers who passed with this answer- ⅝ (spedteacher19) (annilorac) @Believe
teacher ask students to identify the initials, medial, and final sounds of spoken words
read grade appropriate passing and answer comprehension questions.
Identify the correct onset and rime:
st/rong
str/ong
Testers who passed with this answer- @Believe
s/trong
which of the following characteristic of the consonants in a consonant blend?
Two consonants blended to retain its original sound 5/8Testers who passed with this answer- (annilorac) (mcp888)
each of the consonants retain its own sound
the sound of consonants depend on the sound of vowel following the
Sound of consonants depend on the position of the word
What are the rules for the sound of the consonant and consonant diagraph?
Sounds of consonants with 1 or more consonants omitted
Sounds of consonants depend on the vowel that comes after
-Sounds of consonants are heard individually?
Sounds of consonants depending on the word?
option that says “it’s original sound
Testers who passed with this answer- . @believe and @peace
How would you know the student is ready for explicit, direct instruction in VCe (ate) CVCe (home) words?
The teacher was focusing on simple single syllable words. Which is why I answered B.
The student has mastered short vowel CVC words with 1 and 2 syllables
The student is decoding most short vowels, patterns and single syllable words.
Testers who passed with this answer- (munay-ki) @Believe
The student has mastered vowel digraphs
A question about the teacher wanting students who were at automaticity level to read silently and what should the teacher take into account?
Something about teacher modeling reading silently by picking up a book
picking a book at their independent level for them to read
The teacher holding the child accountable for comprehension with questions
Testers who passed with this answer- (spedteacher19) (annilorac)
Something about comprehension and something else
Automatic word recognition supports student development of reading fluency primarily by :which strategy is likely to help?
It allows them to Understand the meaning of the text rather than just decoding each word.
Using text structure
Decoding words
as you read the passage.
Allowing them to understand text rather than going more complex with a range of strategy.
Question on Automaticity helps/prepare students in
asked something about why is phonemic awareness important for prereaders
-it supports phonic Instruction
I don't know
The child can decode words in a text but has a difficult time decoding most words. What does he need help with?
Or
A student can decode words in a textt but he struggles in (something) words. What does he need help with?
Blending seemed like the more appropriate answer from the other options on the test
Blending.
Testers who passed with this answer- (munay-ki) @Believe
segmenting 5/8
Phonics
Which of the following approaches would be most effective in helping first -grade students who have the prerequisite decoding skills learn to decode words that end in the inflectional morpheme -ing
Explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection
Using think-aloud during a guided reading to model how to use contextual analysis as a strategy for recognizing words ending in -ing
Having students practice reading word lists that include words ending in both the more familiar rime -ing as well as the inflection -ing
Teaching the inflectional ending ing in the context of an instructional unit on identifying open and closed syllables in multisyllabic words
Which of these is an inflectional suffix?
-al
-ize
-ly
-ed
Testers who passed with this answer- (lyv 4/29)(@peace)(spedteacher19)
Before teaching consonant blends, the student should Master what skill?
CVC = MAT Testers who passed with this answer- @Believe
CVCC = LOCK
CCVC = THAT
CVVC = SOAP
Which of the following types of sentence has a single vowel letter most likely to represent its vowel long sound.
CVVC
CVCe
Testers who passed with this answer- @Believe ⅝(@peace)(spedteacher19)(annilorac)
CVCC
CCVC
Question begins with the phrase “mastery of skill”
Something… of dividing a students reading instruction to indicate that the student is ready in explicit instruction in reading CVC and CVCe pattern words such as “ate” and home something. I got confuse with these two.. I think it is d? Because they are not working on short vowels.
Recognizing things that end something with single syllable words??
Decoding most short vowels phonics, patterns, and single syllable words
Testers who passed with this answer- (munay-ki) @Believe
recognizing most irregular high frequency sight words???
decoding most vowel digraphs, and simple single syllable words into blends
Teacher was reading a sentence with a student. Most words were single syllable but there were a few multisyllabic words. When asking student to identify number of words, the student counted the multisyllabic word as two words. What does the student need to work on? Or something with what could help the student.
question also stated that student was breaking up each word into syllables and reading each syllable as if they were words. The teacher put brackets around each word. It asked what the teacher is trying to accomplish or something.
Had the word boundaries in it
Each word contains onset and rime?
A 2nd grade teacher just finished teaching students a phonics lesson on irregular spelling. what kind of activity can a second grade class do in order to motivate each other to learn to spell words with irregular spellings correctly? This was a tricky question because it was not irregular spelling. The teacher focused on basic phonics activity with single syllable words. So you would need to understand what would be the next focus for spelling.
Do a word sort that includes 20 words with irregular spelling and sort them into categories that share the same medial vowel pattern (ex: words that have “oa” in medial position such as boat).
Read aloud
Have students work in pairs and quiz each other on irregular words.
Do a whole class spelling bee or baseball spelling in which the teacher includes a list of irregular spelled words.
Testers who passed with this answer- (examples from test for this answer: through, though).(lyv4/28)
(@peace)(spedteacher19) (annilorac) @Believe
A 2nd grade teacher. Provides a chart with words like: Snake and Snak. What do the students need additional practice on? Something like that.
Possibly the same question? Toronto put the additional information below:
Teacher gave student a spelling test (I don't think it gave a grade)
There were two columns (there were more words)
Teacher-----Student
Night-------nite
Shared---------sharde
Table-----------Tabel
Tallest----------Tallist
What does the student need instruction in?
One to one sound Letter sound correspondence
Basic phonic patterns and inflectional endings
Testers who passed with this answer- (munay-ki)@Airheadwondee
Short vowels on open and closed syllables
A kindergarten student wrote “ILVMIBBSISR” What does the student need to work on?
For this question I got an image
For this question I got, what can you tell about the child's writing?
And was given response options like words represent sound, print carries meaning, and I dont remember the rest.
Writing consists of discrete words.
Testers who passed with this answer- (munay-ki) @Believe@Airheadwonder
Print carries meaning
Kindergarten student and his drawing. It had letters written under the drawing MSTVRWV. He said that it was a tiger. I believe it asked what stage the student is in? (This is the TIGGER question)
Student draws a picture of her kitten and tells the teacher see its a tigger. The picture also has random letters underneath it. The question asked what did the student just demonstrate to the teacher?
each word contains a vowel
there is a difference between drawings and writing
Testers who passed with this answer- @Believe@Airheadwonder
there is directionality in print
letter names are different from sound correspondence/ or letter sounds
Students in a middle school discussing some kind of text. To help promote the students' reading reference sheet the teacher targets a number of vocabulary words, such as “pentagon/triangle.” and some other words, These words are the focus of several instructional activities, which help the student learn how to spell the vocabulary words.
Greek and latin roots.Morphology (not an option 4/27) 5/8
She was pre-teaching vocabulary. (this wasn’t an option 4/25)
-Teacher and students discuss the morphology of each word. 5/9
Testers who passed with this answer- @Believe there was only one answer option that had “morphology” in it@Airheadwonder
teacher calls on students to spell the vocabulary words
The students study the words or definition
A third grade teacher reading spelling instruction focusing on specific complex spelling patterns focuses on the phonograms “ight” words, right, bright, light, sight and tonight. The right approach to spelling instruction also promotes development primarily by
I got a question similar to this but it asked what the teacher was teaching these words with the -ight ending for
supporting their ability to use something about metacognitive strategies
developed their knowledge of sound based literacy devices such as alliteration
operation and answer an ability to Recognize large chunks of letters to decode unfamiliar words.
Testers who passed with this answer- (spedteacher19)(annilorac) (believe)
Expand there oral vocabulary word recognition something
Which of the following instructional strategies are slightly to be most effective in more things something to frequency your regular sight words.
teach the students how to use context clues and know the meaning of sight words.
students make a list of sight words they already know and words they want to learn
model for students how to sound out sight words as soon as they do encounter while reading (maybe)?
incorporate a cumulative sight words in everyday reading instruction Testers who passed with this answer- (munay-ki
If a 2nd grade student/screener student (something) is able to pronounce the separate sounds in a word so she can but she remains unable to decode most words, the student is most likely able to benefit most from
Instruction designed to help her segment words into phonemes
recognize letter sound correspondence
Putting photos within words (This was not an option)
Understanding how to divide words into syllables
Instruction on blending Testers who passed with this answer- (munay-ki) @Believe (4/25) ⅝@Airheadwonder
At the elementary level, systematic instruction in phonics and word analysis skills is effective in supporting students literacy development primarily because the skills?
Enhance students reading and spelling accuracy and automaticity
Automaticity promote students understanding and facility using an expanding oral vocabulary
Foster students explicit knowledge of academic-language structures???I pick this too
Increase students repertoire of metacognitive and textually based comprehension strategies.
5th grade teacher helping a student in affix and syllable stages of spelling
Question was, what is an inflectional ending?
Ed
I don't know
